SELECTED READINGS

Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998,Spring/Summer). The elusive phoneme: Why phonemic awareness is so important and how to help children develop it. American Educator, 22, 18- 29.

Morris, D. (1993). The Relationship Between Children’s Concept of Word in Text and Phoneme Awareness in Learning to Read: A Longitudinal Study. Research in the Teaching of English, 27(2), 133–154.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Ouellette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53(1), 77–88.

Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.

Shanahan, T. (2015) Early childhood literacy. Presented to the Connecticut Council for School Reform on 9 April 2015. Retrieved on 21 April 2015 from http://www.shanahanonliteracy.com/2015/04/early-childhood-literacy.html#470108.

So ... please say a big “HELLO” to Ludwig, The Literacy Bug, who often has his head buried deep inside a book. When he’s not reading, he takes ample opportunities to put pen to paper or fingers to keyboard to explore, speculate, report, imagine or just express in general.